LEADER 00000cam a2200781Ka 4500 
001    ocn670429023 
003    OCoLC 
005    20190405013729.8 
006    m     o  d         
007    cr cnu---unuuu 
008    101018s2010    nyua    ob    001 0 eng d 
019    685185724|a1055371187|a1066432265 
020    9780511918537|q(electronic book) 
020    0511918534|q(electronic book) 
020    |z9780521515658 
020    |z0521515653 
024 8  9786612818189 
035    (OCoLC)670429023|z(OCoLC)685185724|z(OCoLC)1055371187
       |z(OCoLC)1066432265 
037    281818|bMIL 
040    N$T|beng|epn|cN$T|dCDX|dE7B|dOCLCQ|dYDXCP|dOCLCQ|dREDDC
       |dOCLCQ|dOCLCO|dOCLCQ|dCOCUF|dCNNOR|dZ5A|dPIFAR|dOCLCQ|dWY
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043    n-us--- 
049    RIDW 
050  4 LB1060|b.H47 2010eb 
072  7 EDU|x009000|2bisacsh 
082 04 370.15/230973|222 
090    LB1060|b.H47 2010eb 
100 1  Herrenkohl, Leslie Rupert,|d1966-|0https://id.loc.gov/
       authorities/names/n2010026608 
245 10 How students come to be, know, and do :|ba case for a 
       broad view of learning /|cLeslie Rupert Herrenkohl, 
       Véronique Mertl. 
264  1 New York :|bCambridge University Press,|c2010. 
300    1 online resource (xviii, 215 pages) :|billustrations. 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
340    |gpolychrome|2rdacc 
347    text file|2rdaft 
490 1  Learning in doing: social, cognitive and computational 
       perspectives 
504    Includes bibliographical references and index. 
505 0  Introduction -- 1. The context lens -- 2. How ways of 
       knowing, doing, and being emerged in the classroom : 
       interpersonal interactions and the creation of community, 
       part I -- 3. How ways of knowing, doing, and being emerged
       in the classroom : interpersonal interactions and the 
       creation of community, part II -- 4. Personal lens of 
       analysis : individual learning trajectories -- Conclusion.
520    "Studies of learning are too frequently conceptualized 
       only in terms of knowledge development. Yet it is vital to
       pay close attention to the social and emotional aspects of
       learning in order to understand why and how it occurs. How
       Students Come to Be, Know, and Do builds a theoretical 
       argument for and a methodological approach to studying 
       learning in a holistic way. The authors provide examples 
       of urban fourth graders from diverse cultural and 
       linguistic backgrounds studying science as a way to 
       illustrate how this model contributes to a more complete 
       and complex understanding of learning in school settings. 
       What makes this book unique is its insistence that to 
       fully understand human learning we have to consider the 
       affective-volitional processes of learning along with the 
       more familiar emphasis on knowledge and skills. Developing
       interest, persisting in the face of difficulty, actively 
       listening to others' ideas, accepting and responding to 
       feedback, and challenging ideas are crucial dimensions of 
       students' experiences that are often ignored"--Provided by
       publisher. 
588 0  Print version record. 
590    eBooks on EBSCOhost|bEBSCO eBook Subscription Academic 
       Collection - North America 
650  0 Learning|0https://id.loc.gov/authorities/subjects/
       sh85075520|zUnited States|0https://id.loc.gov/authorities/
       names/n78095330-781|vCase studies.|0https://id.loc.gov/
       authorities/subjects/sh99001484 
650  0 Science|xStudy and teaching (Elementary)|zUnited States
       |0https://id.loc.gov/authorities/subjects/sh2010112262
       |vCase studies.|0https://id.loc.gov/authorities/subjects/
       sh99001484 
650  0 Interpersonal relations|0https://id.loc.gov/authorities/
       subjects/sh85067484|xStudy and teaching (Elementary)
       |0https://id.loc.gov/authorities/subjects/sh2001009023
       |zUnited States|0https://id.loc.gov/authorities/names/
       n78095330-781|vCase studies.|0https://id.loc.gov/
       authorities/subjects/sh99001484 
650  0 Group work in education|zUnited States|0https://id.loc.gov
       /authorities/subjects/sh2008105433|vCase studies.|0https:/
       /id.loc.gov/authorities/subjects/sh99001484 
650  0 City children|0https://id.loc.gov/authorities/subjects/
       sh85026262|xEducation (Elementary)|0https://id.loc.gov/
       authorities/subjects/sh99005762|zUnited States|0https://
       id.loc.gov/authorities/names/n78095330-781|vCase studies.
       |0https://id.loc.gov/authorities/subjects/sh99001484 
650  7 Learning.|2fast|0https://id.worldcat.org/fast/994826 
650  7 Science|xStudy and teaching (Elementary)|2fast|0https://
       id.worldcat.org/fast/1108436 
650  7 Interpersonal relations|xStudy and teaching (Elementary)
       |2fast|0https://id.worldcat.org/fast/977430 
650  7 Interpersonal relations.|2fast|0https://id.worldcat.org/
       fast/977397 
650  7 Group work in education.|2fast|0https://id.worldcat.org/
       fast/948532 
650  7 City children.|2fast|0https://id.worldcat.org/fast/862106 
650  7 Education, Elementary.|2fast|0https://id.worldcat.org/fast
       /902945 
651  7 United States.|2fast|0https://id.worldcat.org/fast/1204155
655  0 Electronic book. 
655  4 Electronic books. 
655  7 Case studies.|2fast|0https://id.worldcat.org/fast/1423765 
655  7 Case studies.|2lcgft|0https://id.loc.gov/authorities/
       genreForms/gf2017026140 
700 1  Mertl, Véronique,|d1972-|0https://id.loc.gov/authorities/
       names/n2010026609 
776 08 |iPrint version:|aHerrenkohl, Leslie Rupert, 1966-|tHow 
       students come to be, know, and do.|dNew York : Cambridge 
       University Press, 2010|z9780521515658|w(DLC)  2010018292
       |w(OCoLC)614396683 
830  0 Learning in doing.|0https://id.loc.gov/authorities/names/
       n86724605 
856 40 |uhttps://rider.idm.oclc.org/login?url=http://
       search.ebscohost.com/login.aspx?direct=true&scope=site&
       db=nlebk&AN=337629|zOnline eBook via EBSCO. Access 
       restricted to current Rider University students, faculty, 
       and staff. 
856 42 |3Instructions for reading/downloading the EBSCO version 
       of this eBook|uhttp://guides.rider.edu/ebooks/ebsco 
901    MARCIVE 20231220 
948    |d20190507|cEBSCO|tEBSCOebooksacademic NEW 4-5-19 7552
       |lridw 
994    92|bRID